AP Physics: Extending Torque
We had a board meeting to discuss yesterday’s lab with second class levers. On the lab, I simply asked whether the model we’d developed so far for a balanced lever also worked for this new type. Since the question is a bit ambiguous, groups that got similar results disagreed on whether the answer should be yes or no, which lead to some great discussion on what are the key elements of the model. I was also pleased with the way students talked about uncertainty to decide whether or not they could ignore the intercept. Over all, I’m really excited about how discussions with this group are going. I feel like I’m getting to take more of a backseat and listen to students talk to each other, rather than relying on me to guide the conversation.
Earth Science: Light Intensity
Students graphed the diameter of a light beam vs. the distance from a light source, making some qualitative observations about brightness along the way. We used the results as the basis of a discussion about why an astronomer would want a big telescope to observe very distant objects. I also did some having students observe the pen light itself from different distances to get across the idea that, even though the light beam spreads out, the light source doesn’t look any bigger.